Presented is the final report of the Madison (Wisconsin) Alternative for Zero Exclusion (MAZE) project to develop public school services for 211 profoundly retarded and/or multiply handicapped students (5- to 21-years-old). Part I includes a description of the program with sections on the following components: an overview; the service delivery model (which consisted of a transdisciplinary approach, a pupil assessment process, an evaluation design, various curriculum approaches, home visitations, and follow through); both inservice and preservice educational training; curriculum development; and dissemination of information on the MAZE project. Reported in part II are the results of program evaluation and student progress through use of such instruments as the Balthazar Scales of Adaptive Behavior. Findings are cited for the following areas: eating, dressing, toileting, unadaptive and adaptive self-directed behaviors, unadaptive and adaptive interpersonal behaviors, verbal communication, play activities, and response to instructions. The data is seen to show that the MAZE students have improved eating behaviors, some dressing behaviors, and some toileting skills; as well as showing shifts for unadaptive to more adaptive self-directed behavior and some improvement in terms of verbal communication with staff. (SBH)